UNIT- I TEACHING APTITUDE

Education

Education is the process of facilitating learning or the acquisition of knowledge, skills, values,

beliefs and habits.

Education can take place in formal, informal and non-formal. The methodology of teaching is

called pedagogy.

According to Aristotle,” Education is the creation of a sound mind in a sound body.’

According to John Dewey,” Education is the process of continuous reconstruction of experience.

Characteristics of Education:

Education is a social process: It occurs only in social environment and without it no one can

acquire experiences.

Education is development: It is directly or indirectly helps in the all round development of

child. Since the aim of it is the development of child to its fullest extent.

Education is the root cause of creativity: In the light of it new experiences is constructed. As a

result individuals can create new things.

Education is the reconstruction of experience: Man acquires different experiences in different

situations. In due course of time some of these were excluded and some were converted and

new experiences fill the empty spaces.

Education plays significant role in social conservation: Every society has its own rites and

rituals, ethics, morality, language, culture, beliefs, etc. It helps the society to conserve them.

Education is an Art: It develops the inherent qualities of child in beautiful way like Arts.

Teaching is also an Art. Therefore the teacher helps the students’ good and healthy personality

under his guidance.

Education is a socializing process: Every society has its own moral values. With the help of

education people can develop these moral values. Therefore, it is termed as socializing process.

Education brings about desirable change in human behavior: It brings change of human

behavior in a desired way. Good and ethical behavior makes us a good person and helps in our

development.

Education is the power to make adjustment in new situations: Education gives us strength to

solve the difficult problems that we have faced in our life.

Philosophies/Approaches in education

Butler gives philosophical thought under four main heads which are naturalism, idealism, realism

and pragmatism.

Schools of Philosophy

1. Idealism

Spirit and mind constitute reality and are important than matter and body.

Man being spiritual is a superior creation. The supreme aim of life is the ‘exaltation of human

personality’.

Creator is the source of all knowledge and human values. The goal of human life is to realize

the universal mind.

Ideals or higher values are not made by man. They have their prior existence. The chief aim of

human life is ‘to realize these values which are truth, goodness and beauty.

Human life is the grandest work of Creator.

Education should be universal. Education must contribute to preservation and the development

of culture enlarging the boundaries of spiritual realm.

Idealism emphasizes character building and character formation.

Self-insight and self-analysis are the main disciplinary factors developed among the pupils.

The teacher must be an ideal person. He is a philosopher, a friend and a guide.

The main proponents of idealism are Froebel, Kant, Plato, Swami Dayanand, Swami

Vivekanand and Sri Aurobindo .

2. Naturalism

Naturalism is the philosophical generalization of science, the application of theories to the

problems of philosophy. Naturalism regards:

Man as the child of natures

Man himself is the matter and his mind the result of brain function

Nature alone is the entire reality. (Reality is force or energy)

Education should be in strict conformity with the nature of the child. It encourages, formulates

and applies natural laws to the educative process.

Naturalism is instrumental in the development of the concept of “child-centred education”.

The main aim of naturalism is self-expression and self preservation.

Naturalism regards child as the supreme centre of educational procedures and also believes that

child or the human nature is essentially good and pure.

The teacher’s job is to facilitate the process of child’s growth as well as learning.

The main protagonists of naturalism are Rabindranath Tagore, Rousseau and Herbert Spencer.

3. Pragmatism

Pragmatism s based on the concept of practice or workability of an idea or theory. Pragmatism

gives supreme position to action.

The aim of education is more education and education is a lifelong process.

The famous ‘Project Technique’ of teaching is the outcome of pragmatic philosophy.

Pragmatists’ main concern is discipline. Children must know to live a democratic life.

A teacher must be practical, trained, efficient person with vision and foresight. He has to create

learning situations and stimulate child’s activities.

According to pragmatists, learning should be action-oriented, involving active learning.

John Dewey, Kilpatrick and Mead are some of the exponents of pragmatism.

Note: The essential difference between idealists and pragmatists is that idealists are concerned

with the world as it should be while pragmatists see the world as it is in reality. Pragmatists are

concerned with practical things, things that work to solve actual problems and help us develop our

potential.

4. Existentialism

Existentialists hold that freedom of choice, personal beliefs, and experiences are essential to

achieving the truth. They focus on the learners’ freedom of choice and the responsibility for

one’s decisions.

Students should find the answers by themselves in real learning experiences and their needs

have priority over any preset curriculum content. The role of the teacher is to create

opportunities for autonomous learning and self-actualization.

The aim of education is to develop students’ character and responsibility for taking decisions.

5. Constructivism

Constructivism as a paradigm or worldview posits that learning is an active, constructive process.

The learner is an information constructor. People actively construct or create their own subjective

representations of objective reality.

Constructivism learning theory is a philosophy which enhances students' logical and conceptual

growth.

Constructivism states that learning is an active, contextualized process of constructing knowledge

rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses

of the environment. Learners continuously test these hypotheses through social negotiation. Each

person has a different interpretation and construction of knowledge process.

Two of the key concepts within the constructivism learning theory which create the construction

of an individual's new knowledge are accommodation and assimilation. Assimilating causes an

individual to incorporate new experiences into the old experiences. This causes the individual to

develop new outlooks, rethink what were once misunderstandings, and evaluate what is important,

ultimately altering their perceptions. Accommodation, on the other hand, is reframing the world

and new experiences into the mental capacity already present. Individuals conceive a particular

fashion in which the world operates. When things do not operate within that context, they must

accommodate and reframing the expectations with the outcomes.

The main contributors are Jean Piaget and Jerome Seymour Bruner.

6. Humanism

Humanism is a paradigm/philosophy/pedagogical approach that believes learning is viewed as a

personal act to fulfill one’s potential.

Humanists also believe that it is necessary to study the person as a whole, especially as an

individual grows and develops over the lifespan. It follows that the study of the self, motivation,

and goals are areas of particular interest.

Key proponents of humanism include Carl Rogers and Abraham Maslow. A primary purpose of

humanism could be described as the development of self-actualized, autonomous people. In

humanism, learning is student centered and personalized, and the educator’s role is that of a

facilitator. Affective and cognitive needs are keys, and the goal is to develop self-actualized

people in a cooperative, supportive environment

7. Rationalism

Rationalists claim that there are significant ways in which our concepts and knowledge are gained

independently of sense experience.

8. Empiricists

Empiricists claim that sense experience is the ultimate source of all our concepts and knowledge.

Note: The dispute between rationalism and empiricism concerns the extent to which we are

dependent upon sense experience in our effort to gain knowledge.

Rationalism Empiricism

It is a theory based on the claim that reason

is the source of knowledge.

It is a theory based on the claim that

experience id the source of knowledge.

Rationalists believe in intuition. They claim

that individuals have innate knowledge or

concepts.

Empiricists do not believe in intuition. They

claim that individuals do not have innate

knowledge.

Believe that we learn first through abstract

concepts, as thoughts are more powerful

than senses.

Believe that we learn through our five

senses: taste, sight, vision, sound and touch.

Note:

Rationalism (Thinking)

Empiricism (Sensing)

Existentialism (Feeling)

Essentialism (Intuiting)

9. Behaviourism

Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior

caused by external stimuli (operant conditioning).

Leading developers of behaviorism are John B. Watson, Ivan Pavlov, B.F. Skinner, E. L.

Thorndike and Albert Bandura

Types of behavioural learning

1. Classical conditioning- Learning through association (Ivan Pavlov)

2. Operant conditioning – Learning through consequences (B.F. Skinner)

3. Observational learning- Learning through observation (Albert Bandura)

By: E.L. Thorndike

1. Law of readiness/preparation affirms that the preparation or disposition of the subject

contributes to the learning. In other words, that the own expectations of the subject constitute

the intrinsic reinforcement of all action.

2. Law of exercise sustains that the exercise or the practice of the appropriate response contributes

to strengthen the connection between the stimulus and the corresponding response.

3. Law of effect is considered the most important. According to this law, the succession of stimuli

and responses is not enough for learning to occur. For the learning to happen, reinforcement is

needed. This is that when an act is followed by a reward it tends to repeat itself, whereas when

it is followed by a punishment the probability of its repetition decreases.

10. Gestalt Psychology

Gestalt psychology is a school of thought that looks at the human mind and behavior as a whole.

The following are the Gestalt Principles:

Good Figure

Objects grouped together tend to be perceived as a single figure.

Tendency to simplify.

Proximity

Objects tend to be grouped together if they are close to each

other.

Similarity

Objects tend to be grouped together if they are similar.

Continuation

When there is an intersection between two or more objects,

people tend to perceive each object as a single uninterrupted

object.

Closure

Visual connection or continuity between sets of elements which

do not actually touch each other in a composition.

Symmetry

The object tends to be perceived as asymmetrical shapes that

form around their center.

11. Eclectic philosophy

An eclectic approach in education is one that seeks to combine the best elements of different

schools of philosophy. The fusion or synthesis of diverse philosophies to answer educational

enigmas is known as eclectic tendency in education.

Teaching

We can define teaching according to following three viewpoints:

(a) Authoritarian

(b) Democratic

(c) Liassez faire.

(a) Authoritarian:-

Teaching is an activity of memory level only

This teaching does not develop thoughts and attitude in the students.

Is known as thoughtless teaching

This teaching is teacher centric criticism of the teachers.

(b) Democratic teaching:-

Teaching is done at understanding level.

Memory level teaching is the prerequisite (concept) is first memorized and then understand

Such teaching is known as thoughtful teaching.

According to this point of view, teaching is an interactive process, primarily involving

classroom talks which take place between teachers and student.

Here students can ask questions and criticize the teachers.

Here students can ask the questions and self-disciplined is insisted.

(c) Laissez Faire Attitude:- It is known as reflective level teaching.

It is more difficult then memory level and understanding level of teaching.

Memory level and understanding level teaching are must for the reflective level of

teaching.

It is highly thoughtful activity.

In this level both students and teachers are participants.

This level produces insights.

Basic teaching models

1. Instructor centred teaching (Pedagogical approach)

"Pedagogy" literally means "leading children.". It is the art and science of helping kids learn.

Pedagogy can also be thought of as "teacher-centered or directive" learning.

Learner is dependent on an instructor for all the learning.

The trainer is chargeable for what, is taught and the way its miles learned.

Students work alone and collaboration is discouraged.

2. Learner centred teaching (Andragogical approach)

"Andragogy" was a term coined to refer to the art/science of teaching adults.

Andragogy can also be thought of as "learner-centered/directed."

Learner is independent, but guided with the aid of the teacher.

The learner is liable for his/her very own learning.

The learner self-evaluates the level of learning.

Students work in groups and collaboration is encouraged.

Note: Teaching is basically causing to learn. Nothing is assumed to be taught unless it is learnt

by the students. Thus, teaching and learning go hand in hand.

Pedagogy and Andragogy

Pedagogy is the science of teaching in the field of child education.

Andragogy is the science of teaching in the field of adult education.

Malcolm Shepherd Knowles proposed that adults’ learning is not the same as children’s

learning. He gave four principles of andragogy:

1) Principle of involvement of the learner

2) Principle of experiential learning

3) Principle of relevancy and purposefulness

4) Principle of problem-centredness

Objectives of teaching

Objectives: reflect the most specific levels of educational outcomes.

An objective is a stated measurable target of how to achieve the aims.

Objectives are the individual stages those learners must achieve on the way in order to reach

goals.

Objectives are precise, measurable results that the learner is expected to accomplish.

Categorizations of learning objectives include three domains: cognitive

domain (knowledge), affective domain (attitudes, beliefs and values) and psychomotor

domain (physical skills).

Source: https://tccl.arcc.albany.edu/knilt/index.php

Each of the domains has a hierarchy of educational objectives.

The listing of the hierarchy of objectives is often called taxonomy.

Taxonomy of educational objectives is a systematic classification scheme for sorting

learning outcomes into the three broad categories (cognitive, affective and psychomotor)

Bloom's Taxonomy of the Cognitive Domain

Source: https://csuci.instructure.com

Source: https://edtosavetheworld.com

Source: http://www.senseandsensation.com/

https://www.researchgate.net/figure/A-taxonomy-of-learning-in-the-cognitive-affective-and-psycho-motor-domains

Cognitive domain

(Knowledge=Think)

By: Dr. Benjamin

Bloom

a) Knowledge recall and recognition (of information)

b)Comprehension translate, interpret and extrapolate (grasp

the meaning of a material)

c) Application Use of generalizations in specific instances

(convert abstract knowledge into practice)

d) Analysis Determine relationships (involves breaking

down into constituent parts to understand)

e) Synthesis Create new relationships (involves

combining the constituent parts to make it

a whole)

f) Evaluation Exercise of learned judgement

Cognitive domain

By: Anderson &

David Krathwohl

a) Remembering Recall or retrieve information

b) Understanding Stating a problem in one’s own words

c) Applying Using a concept in new situation

d) Analysing Separating concepts into component parts

to understand better

e) Evaluating Making judgements about the value of

ideas

f) Creating Building a new pattern from diverse

elements i.e putting parts together to form

a whole

Affective domain

(Attitude = Feel)

a) Receiving Developing an awareness of something

(willing to listen)

b) Responding Showing active interest in something

(willing to participate)

c) Valuing Committing oneself to taking up an

attitudinal position (willingness to be

involved)

d) Organizing Making adjustments or decisions from

among several alternatives (willingness to

advocate of an idea)

e) Characterization Integrating one’s beliefs, ideas and

attitudes into a total

(willingness to change one’s behaviour or

way of life)

Psychomotor

(Kinesthetic) domain

(Skills = Do)

a) Imitation Observe other person’s behaviour and

copy it. Replicate the behaviour shown by

example.

b) Manipulation Ability to perform skills by following the

instructions.

c) Precision Ability to perform skills with minimal

errors and more precision i.e smooth and

accurate

d) Articulation Ability to solve and modify skills to fit

new requirements.

e) Naturalization Ability to perform the skills without

thinking.

E.J. Simpson’s Taxonomy

Source: http://www.geolawsdesign.com

Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory

stimulation, through cue selection, to translation.

Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are

dispositions that predetermine a person’s response to different situations (sometimes called

mindsets).

Guided Response: The early stages in learning a complex skill that includes imitation and

trial and error. Adequacy of performance is achieved by practicing.

Mechanism: This is the intermediate stage in learning a complex skill. Learned responses

have become habitual and the movements can be performed with some confidence and

proficiency.

Complex Overt Response: The skillful performance of motor acts that involve complex

movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated

performance, requiring a minimum of energy. This category includes performing without

hesitation, and automatic performance.

Adaptation: Skills are well developed and the individual can modify movement patterns to

fit special requirements.

Origination: Creating new movement patterns to fit a particular situation or specific

problem. Learning outcomes emphasize creativity based upon highly developed skills.

Levels of teaching

Teachers teach students at three levels. These three levels are

1. Memory level: Thoughtless teaching

2. Understanding level: Thoughtful teaching

3. Reflective level: Upper thoughtful level

1. Memory level of teaching

The main objective of MLT is to impart factual knowledge which is definite, structured and

observable to the learners. It is acquired through memorization or rote learning.

At this level, teaching is subject centered. Teacher dominant methods like drill, review, and

revision, and asking questions are often used.

Teacher uses variety of teaching aids to make students attentive to learning.

The study material is organized, pre-planned and presented in a sequential order by the

teacher.

3. Reflective level

(Hunt)

2. Understanding level

(Morrison)

1. Memory level

(Herbart)

Proponents of Levels of Teaching

The learner learns the material, retain the meaningful material and reproduce the material as

and when required.

It covers only the knowledge-based objectives of Bloom’s Taxonomy. At this level, the

student learns to identify, recall or remembers the objects, events, ideas and retain them in

memory.

In memory level teaching, teacher plays a very dominant (prominent) and authoritarian role

whereas the learner is a passive (secondary) one.

Teacher is the authority to instruct, deliver, direct, control and evaluate performance. He is

the stage setter, learning resource and manager of every classroom activity. Pupils are kept in

strict discipline.

The teacher measures the learning outcomes based on pre-determined objectives.

Both oral and written tests are used to test the memory power of students.

In the written test, short type, recall type, recognition type, multiple choice, and matching

type test items are used.

Note:

Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.

Memory level teaching acts as the first step for understanding and reflective levels of teaching.

It is pre-requisite for understanding level teaching.

In memory learning teaching, the teaching learning process is mainly ‘Stimulus-Response’

(S-R)

2. Understanding level of teaching

The teaching at the understanding level is of higher quality than the one at memory level

teaching. It is more useful and thoughtful. Memory level teaching barrier is essential to be

crossed for this level of teaching.

Understanding level of teaching explains pupils about the relationship between principles and

facts. It also lets students know where these principles are applicable.

In the understanding level of teaching, the mental development of the learner is at a higher

level than that of memory level. Cognitive abilities of the student are developed. Here students

become capable to think, present things logically, analyze them, draw inferences. They are

able to evaluate the relationships between the principles and facts.

It covers understanding and application objectives of Bloom’s Taxonomy. At this stage, the

student understands to interpret, illustrate, classify, compare, infer, execute and implement

things learned in practical life situations.

Teacher uses method like lecture, lecture cum demonstration, discussion, inductive-deductive,

etc to achieve learning objectives

Learners are actively engaged in the learning process as teachers use variety of teaching aids

like models, charts, flash cards, pictures, etc. This makes the classroom environment positive

and enjoyable.

Tests and tools should be properly planned. Planned tests could evaluate the student’s ability

to comprehend, analyze, synthesize, discriminate etc.

These abilities can be examined using oral and written tests (objective and essay type) along

with some scope for testing practical knowledge.

In the understanding level role of the teacher is more active. He is the person responsible for

presenting learning material. Teaching at this level is subject centered. It focuses on mastery of

the subject. Teacher makes sure that pupil understands the content by making it interesting for

them.

Learner is not so passive like that of the memory level. The learner has to work hard at this

level. The learners at this level are secondary and have to work hard by taking some initiative

to know further about the contents.

3. Reflective level of teaching

Reflective level of teaching is considered to be the highest level of teaching i.e introspective

level.

At this level, teaching is highly thoughtful and useful than the teaching at the memory or

understanding level.

The role of the teacher in this level of teaching is democratic. He does not force knowledge on

the students but develops in their talents and capabilities. Learner occupies primary position

than teacher.

The study material is neither organized nor pre-planned. Therefore, students cannot acquire

systematic and organized knowledge of their study courses.

Reflective level of teaching is problem centric approach of teaching. It enables the students to

play active role in identifying, defining the problem and solving the real problems of life by

using his critical abilities and original imagination.

A student can attain reflective level only after going through memory level and understanding

level.

Remedial teaching strategy

It stands for the teaching or instructional work carried out to provide remedial measures for

helping the students or an individual student in getting rid of their common or specific

weaknesses or learning difficulties diagnosed through diagnostic testing or some other measures

carried out for such diagnosis.

Diagnosis provides a solid base for hypothesizing the general and specific cause underlying the

weaknesses or learning difficulties of the students of a class/group for a particular student. Thus,

both remedy and diagnosis are necessary for the removal of the difficulty.

Memory level Undertanding level Reflective level

Forms of remedial teaching

Class teaching: Teacher emphasizes appoint again and again, repeats the work activities and

experiments. It proves particularly useful in the removal of the weaknesses and learning

difficulties of the general nature.

Group tutorial teaching: Teacher divides the students of the class into some homogeneous

groups called tutorial groups on the basis of their common learning difficulties and identical

weaknesses or deficiencies. These groups are taught separately by the same teacher or different

teachers according to the nature of the difficulties and deficiencies.

Individual tutorial teaching: Teacher helps and guides the learner on-to-one as and when

needed by him in order to actualize his potentialities to the maximum. In this method,

maximum consideration may be provided to the principle of individual-difference in the

direction of the best results in the teaching-learning.

Supervised tutorial teaching: The role of the teacher is confined to observe and supervise the

learning activities and provide as much help as necessary in their path of self-learning and self-

correction.

Auto-instructional teaching: The teacher provides the learner with basic auto-instructional

learning material and equipment like programmed learning textbooks and package, auto-

learning modules, teaching machines and computer assisted programmed instruction.

Informal teaching: The teacher arranges for various activities in the form of excursions or

trips, visit to museums & art galleries, working on useful projects, engaging in socially useful

hobbies, nature’s club and others to make the study, a joyful event.

Micro teaching

Microteaching is a scaled-down, simulated teaching encounter designed for the training of both

pre service or in-service teachers. It is scaled down in terms of contents, time, teaching skill and

audience.

Micro teaching is a teacher training technique for learning teaching skills (pre-service teacher

education programme)

It employs real teaching situation for developing teaching skills and to get deeper knowledge

regarding the art of teaching.

Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting.

Pre-service teacher can benefit to a great extent from microteaching applications.

It has been used worldwide since its invention at Stanford University in the late 1950s by Dwight

W. Allen, Robert Bush, and Kim Romney.

Micro teaching is an instrument for teacher training. The steps in micro-teaching are:

https://www.researchgate.net/figure/Microteaching-Cycle_fig1_317377134

Evaluation Systems

Evaluation is carried out to determine whether teaching has facilitated learning and up to what

extent.

Evaluation is a systematic process of collecting, analyzing and interpreting information to

determine the extent to which instructional objectives are being achieved.

Test, Measurement, Assessment and Evaluation

The term test, measurement, evaluation and assessment are occasionally used interchangeably,

but most users make distinctions among them. Test is usually considered the narrower among the

four terms. Measurement often connotes a broader concept.

Test is a measuring instrument consisting of a standard set of questions for being answered by

the individual student with regard to one or other characteristics of his behaviour.

Test refers to a technique wherein a student’s mastery over a selected content or a particular skill

can be ascertained. Tests can be multiple choice items, essay or even true/false types.

Tests are tools that are useful in a number of processes such as evaluation, diagnosis or

monitoring.

Types of evaluation

P.W.Airasian and G.F. Madaus have categorised classroom evaluation procedures in the

following manner:

1. Determine pupil performance at the beginning of instruction (Placement evaluation)

2. Monitor learning progress during instruction (Formative evaluation)

3. Diagnose learning difficulties during instruction (Diagnostic evaluation)

4. Evaluate achievement at the end of instruction (Summative evaluation)

Placement evaluation is concerned with the pupil’s entry level performance.

The aim of placement evaluation is to determine the position in the sequence of learning

activities and the mode of instruction that is most likely to benefit the pupil the most.

There are three stages of teaching-learning process: pre-active, inter-active and post-active.

1. Diagnostic evaluation

Diagnostic evaluation is performed prior to teaching to get the information about what student

knows about a certain topic, content or area of learning.

It can be used throughout teaching for diagonising students’ understanding and interest.

The main objective of diagnostic evaluation is to find nature and causes of persistent learning

problems and to formulate a plan for seeking suitable remedial actions.

When learning difficulties persist, diagnostic evaluation is called for. This helps to identify the

underlying causes of the problems and to formulate a suitable plan of remedial action.

2. Formative evaluation

Formative evaluation is conducted during teaching learning process.

It provides qualitative and quantitative data for bringing necessary modification in his

teaching.

It proves useful in guiding students, planning remedial instruction and prompting them to ask

for necessary help.

Formative evaluation is a process used by teachers and students during instruction that

provides to adjust ongoing teaching and learning to improve students’ achievement of intended

instructional outcome.

Formative evaluation is used to monitor progress made during instruction and to provide

continuous feedback to both the teacher and the student.

Feedback to the teacher would enable him to modify modes of instruction and provide

remedial work if needed. Feedback for the students helps reinforce learning successes and

identifies any lacunae in learning.

The formative evaluation is directed towards improving learning and instruction.

3. Summative evaluation

Summative evaluation is carried out at the end of a piece of instruction, lesson or unit.

It represents final test or measure of the student’s progress or gains made by him as a result of

a course of learning.

It can be used safely for making comparison among students, placing them in order of merit or

taking decisions about their promotion and awarding degree or diploma.

Summative evaluation is also called as certifying evaluation.

Summative evaluation is designed to determine the extent to which the instructional objectives

have been achieved and is used to assign grades and certificates to students.

The techniques used include teacher-made achievement tests, rating of laboratory skills and

evaluation of projects, models and project reports.

Besides grading, this kind of evaluation provides information for judging the appropriateness

of the course objectives and the effectiveness of the information.

Remember: “When the cook tastes the soup, that’s formative assessment; when the customer

tastes the soup, that’s summative assessment.”-------Paul Black

Formative evaluation Summative evaluation

Formative evaluation’s goal is to monitor

student’s learning to provide ongoing feedback

that can be used by instructors to improve their

teaching and by students to improve their

learning.

Summative evaluation’s goal is to evaluate

student’s learning at the end of an

instructional unit by comparing it against

some standard or benchmark.

Evaluation during the learning process Evaluation after the course completion

Monitor the learning process Assign grades

The purpose is to improve student’s learning.

To improve instruction and provide feedback.

The purpose is to evaluate student’s

achievements.

To measure student competency.

Evaluations include little content areas. Evaluations include complete chapters or

content areas.

Formative evaluation considers evaluation as a

process.

Summative evaluation considers

evaluation as a product.

Student uses formative evaluation to self-

monitor understanding and teacher uses it to

check for understanding.

Student uses summative evaluation to

gauge progress toward benchmarks and

teacher uses for grades and promotion.

Formative assessments

Happens during instruction

The goal is to improve

Used to check students' understanding on a topic

Helps teachers plan instructions

Provides students with feedback

Summative assessments

Happens after instruction

The goal is to prove

Used to evaluate students' learning at the end of a unit

Shows a level of mastery for a particular skill or standard.

Students often receive a grade.

SWAYAM: Study Webs of Active Learning for Young Aspiring Minds

SWAYAM is an educational programme initiated by Government of India

SWAYAM platform is developed by MHRD and AICTE with the help of Microsoft.

(i.e Ministry of Human Resource Development and All India Council for Technical Education)

SWAYAM:

is a one stop web and mobile based interactive e-content for courses from high school (9th

class) to University level (post graduation).

provides high quality learning experience using multi-media on anytime, anywhere basis

is a state of art system that allows easy access, monitoring and certification.

involves peer group interaction and discussion forum to clarify doubts.

is a hybrid model of delivery that adds to the quality of classroom teaching.

involves development of (MOOCs) Massive Open Online Courses compliant e-content (video

& text) and building a robust IT platform

Objectives of SWAYAM

To take best optimal teaching learning resources to all, including most disadvantaged

To achieve main principles of education policy viz., access, equity and quality

Note: Students looking for certifications shall be registered and be offered a certificate on

successful completion of the course with a little fee payment.

Quadrants of courses hosted on SWAYAM

Video lectures Reading material (easily downloaded/printed)

Self-assessment tests and quizzes

Online discussion forum for clearing doubts

Quality contents are produced and delivered by Nine Coordinators which are:

Coordinators Course

AICTE All India Council for Technical Education Self-paced and international

courses

NPTEL National Programme on Technology

Enhanced Learning

Engineering

UGC University Grants Commission Non-technical post graduation

education

CEC Consortium for Educational

Communication

Under-graduate education

NCERT National Council of Educational Research

& Training

School education

NIOS National Institute of Open Schooling School education (for out of school

children)

IGNOU Indira Gandhi National Open University Out of school children

IIMB Indian Institute of Management,

Benguluru

Management studies

NITTTR National Institute of Technical Teachers

Training & Research

Teacher Training Programme

Related terms:

Academic Advisory Council (AAC) is a group of academicians.

Course Coordinator (CC) is a Subject Matter Expert (SME)

Course could be credit (taught at least one semester) and non-credit (specific skill, awareness

programme, etc for shorter duration.

Four Quadrant Approach: e-tutorial, e-content, discussion forum & assessment.

National Coordinators (NCs) for preparation of online courses for SWAYAM

SWAYAM Academic Board: apex academic body to lay down standards on quality for courses

offered through SWAYAM

SWAYAM Board: Authority overall in-charge of formulation of platform, prescribe quality of

content and facilitate conduct of examinations.

Composition of SWAYAM

Secretary (Higher education): Chairperson

Chairperson UGC

Chairperson AICTE

Five Bureau Heads from MHRD (ex-officio) looking after technical, management, higher,

school and open/distance education.

All National Coordinators of SWAYAM & SWAYAM Prabha

Mission Direct (NMEICT): National Mission in Education through ICT

JS & FA (Joint Secretary & Finance & Accounts) of MHRD

SWAYAM Prabha

SWAYAM Prabha is a group of 32 DTH channels devoted to telecasting of high quality

educational programmes on 24x7 basis using GSAT-15 satellite.

New content for at least 4 hours and repeated 5 more times in a day.

Channels are uplinked from BISAG, Gandhinagar

Contents are provided by NPTEL, IITs, UGC, CEC, IGGNOU, NCERT & NIOS.

The INFLIBNET centre maintains the web portal

The DTH channels shall cover:

a) Higher education: Curriculum based course contents at PG and UG level in various

disciplines.

b) School education (9-12) levels: Modules for teacher’s training and teaching and learning aids

for children of India to help them understand subjects better and prepare for competitive exams.

c) Curriculum based courses to meet needs of lifelong learners of Indian citizens.

d) Assist students (11th & 12th) to prepare for competitive exams.

e) IIT-PAL (Professor Assisted Learning) lectures prepared by IITs aim to help students crack

the Joint Entrance Exam (JEE) and are telecast on MHRD’s SWAYAM Prabha channels. The

four channels under this would be Mathematics, Physics, Chemistry and Biology (PCMB). IIT

PAL decision was taken at 52nd IIT Council meet.

References: S.K.Mangal & Shubhra Mangal (2019). Learning and Teaching, Delhi: PHI Learning Pvt. Ltd.

Mohan , R. (2016). Measurement, Evaluation and Assessment in Education. Delhi: PHI Learning Pvt. Ltd.

Singh, K.S. (2007). New Approaches to Measurement and Evaluation. Delhi: Sterling Publishers Pvt Ltd. Madaan, K. (2019). Paper I Teaching and Research Aptitude. India: Pearson India Education Services Pvt. Ltd.

Compiled by: Prof. Geeta Bhatia (M.Com, B.Ed, M.Phil, UGC NET)

Contact Ascendance Academy for UGC (NTA) NET

Whatsapp@7303960967

Call@ 9082669355

To join online live coaching & purchase of excellent quality exam

oriented notes.

1. Paper One (For all Subject Codes)

2. Paper Two (Commerce & Management)

PLEASE NOTE WE ONLY PROVIDE HARDCOPY OF

NOTES & DELIVER AT YOUR DOORSTEP.

Higher Education Current Affairs

RAA engages students (6-18 yrs) in Science, Maths & Technology by observation, experimentation, model building, etc. both inside and outside classrooms.

GIAN: Tapping the reputed international academic pool to attract their engagement with the institutes of #HigherEducation in India. An opportunity for our faculty to learn, share knowledge & to collaborate on research.

Samagra Shiksha: Youth & Eco Clubs in schools aiming at providing students with life skills to help them know their rights, articulate their concerns, build self-esteem, develop confidence, encourage participation in environmental activities & projects etc.

FOSSEE: Promoting the use of FLOSS tools to improve the quality of education by reducing dependency on proprietary software in educational institutions. In order to meet the requirements in academia & research, new FLOSS tools are being developed.

NISHTHA: Teachers may browse through the content available online in the form of training activities, online tutorials, etc. and give their teaching a unique touch.

NDL: Integrating existing digital content across educational & cultural institutions, publishers, etc. & providing single window access to all users. The Library provides interface support for 70 Indian languages.

e-Yantra-

e-Yantra- Enabling effective education across engineering colleges in India on embedded systems & robotics. The training of teachers & students is imparted through workshops where participants are taught the basics of embedded systems & programming.

SPQEM: Encouraging traditional institutions like #Madrasas to introduce science, mathematics, social studies, Hindi and English in their curriculum so that academic proficiency for classes I-XII is attainable for children studying in these institutions.

Margadarshan Scheme: Mentor institutions to provide training to mentee institutions on best practices in teaching-learning processes via conferences, workshops, etc. to help them reach their best potential. Funding of up to ₹ 50 Lakhs per institution will be provided too.

Pradhan Mantri Innovative Learning Programme #Dhruv: An initiative by Hon'ble Prime Minister Shri Narendra Modi Ji, helping students #reachforthesky. Talented children will be mentored & nurtured by renowned experts in different areas to help them reach their full potential.

Launched Science (STARS) and Humanities (STRIDE - Transdisciplinary Research) Research Schemes.

The Higher Education Commission of India Bill to replace the UGC and AICTE with a single regulator prepared after consultation with states. Ready to take to the Cabinet in October 2019.

Introducing NEAT (National Educational Alliance for Technology) under a new PPP Scheme, to start using technology for better learning outcomes in #highereducation. The aim is to inculcate #AI in making learning more personalized & customized as per requirements.

The Central Universities (Amendment) Bill, 2019 was passed by Parliament in the first session facilitating establishment of a Central University and a Central Tribal University in Andhra Pradesh.

The Central Educational Institutions (Reservation in Teachers’ Cadre) bill, 2019 Parliament in the 1st session for the protection of the constitutional rights of SC/ST, backward classes, and economically weaker sections.

STUDY INDIA is facilitating the student fraternity from all across the globe to come & experience the best of academic learning from the top institutions in #India. This initiative would help accommodate the growing quality educational needs of students across the world.

Images & Information Source:

https://www.facebook.com/HRDMinistry/?ref=br_rs

Compiled by: Prof. Geeta Bhatia (M.Com, B.Ed, M.Phil, UGC NET)

Contact Ascendance Academy for UGC (NTA) NET

Whatsapp@7303960967

Call@ 9082669355

To join online live coaching & purchase of excellent quality exam

oriented notes.

1. Paper One (For all Subject Codes)

2. Paper Two (Commerce & Management)

PLEASE NOTE WE ONLYPROVIDE HARDCOPY

OF NOTES & DELIVER AT YOUR DOORSTEP.

(Subject: Commerce) Paper One Questions 26-06-2019 (Second shift)

Q.20

Data interpretation

Answer Key: Paper One 26-06-2019 (Commerce)

Q. No Answer Q. No Answer

1 3 26 3

2 2 27 3

3 4 28 3

4 1 29 3

5 1 30 4

6 1 31 1

7 2 32 3

8 2 33 2

9 2 34 1

10 4 35 4

11 Comprehension 36 1

12 Comprehension 37 2

13 Comprehension 38 2

14 Comprehension 39 2

15 Comprehension 40 2

16 3 41 1 & 2

17 2 42 4

18 1 43 2

19 4 44 1

20 1 45 4

21 1 46 1

22 1 47 2

23 1 48 3

24 3 49 1 & 2

25 2 50 3

Data & Images Information Source: UGC NET Attempted Question Papers

Answer Key as per Final answer key released by UGC (NTA) NET

Compiled by: Prof. Geeta Bhatia (M.Com, B.Ed, M.Phil, UGC NET)

Contact Ascendance Academy for UGC (NTA) NET

Whatsapp@7303960967

Call@ 9082669355

To join online live coaching & purchase of excellent quality exam

oriented notes.

1. Paper One (For all Subject Codes)

2. Paper Two (Commerce & Management)

PLEASE NOTE WE ONLY PROVIDE HARDCOPY

OF NOTES & DELIVER AT YOUR DOORSTEP.